Durdans Park Primary School

Durdans Park Primary School Inspection report

p.1

Unique Reference Number 101896 Local Authority Ealing Inspection number 355090 Inspection dates 2–3 March 2011 Reporting inspector Sheila Nolan

p.1

This inspection of the school was carried out under section 5 of the Education Act 2005.

p.1

Type of school Primary School category Community Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 494 Appropriate authority The governing body Chair Varsha Sokal Headteacher Mr C Duhig Date of previous school inspection 7 February 2008 School address King George's Drive Middlesex UB1 2PQ Telephone number 020 8578 6918 Fax number 020 8575 6826 Email address admin@durdans-park.ealing.gov.uk

p.1

Age group 3–11 Inspection dates 2–3 March 2011 Inspection number 355090 achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

p.1

Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

p.2

You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the documentation in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.2

Introduction

This inspection was carried out by four additional inspectors. The inspectors observed teaching and learning in 22 lessons, taught by 13 teachers. Eight observations were carried out jointly with senior managers. Inspectors had meetings with members of the governing body, staff and groups of pupils. They observed the school's work, and looked at self-evaluation documentation, monitoring and assessment information, lesson plans and school policies. They analysed questionnaires from 79 pupils, 23 staff and 190 parents and carers. The school's safeguarding procedures were also evaluated. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key questions.  What strategies have contributed to the recent significant improvements in English?  Why are there year-by-year fluctuations in the pupils' attainment in mathematics and why is there a slower pattern of improvement in mathematics than in English?

p.3

Introduction

 To what extent is the unevenness in the rate of progress for different year groups a regular feature of the school?  What accounts for the seemingly faster progress made by girls compared with boys at the Early Years Foundation Stage?

p.3

Information about the school

Durdans Park is a larger than the average-sized primary school. The overwhelming majority of pupils come from minority ethnic groups and speak English as an additional language. The largest groups of pupils have Indian, Pakistani and Tamil heritages. There are also recently arrived significant groups with Somali and Afghani backgrounds. Currently, there are 35 pupils at the early stages of English acquisition, spread throughout the school. The proportion of the pupils, around a quarter, known to be eligible for a free school meal is above that found nationally. A similar proportion to that found nationally have a statement of special educational needs but the overall proportion with special educational needs and/or disabilities is below the national average. These special needs relate to a range of barriers to learning, mainly speech, language and communication difficulties. More pupils join or leave the school throughout the year than is found in

p.3

Information about the school

schools nationally. The school has gained the International Schools Award and renewed its Healthy Schools status since the last inspection. The Nursery provides part-time places for 94 children. Approximately two thirds of these children progress into the Reception Year.

p.3

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

p.4

Main findings

Durdans Park is a good school which has gone from strength to strength between successive inspections. Its vision of a fully inclusive school, well followed by all staff, parents and carers and pupils, is a particularly strong characteristic. It rightly states that it is a 'safe and happy school where everyone is respected and listened to'. Pupils enjoy school because 'they learn interesting new things' and report that they feel safe and supported by the adults around them. The school also tries diligently to engage with all of its parents and carers. It has had real success with family learning and is recognised nationally for its good work with minority ethnic groups, most recently with the Somali community. The school has given high priority over recent years to supporting the pupils' personal development so that their spiritual, moral, social and cultural development is good. Pupils behave well and have positive attitudes to learning. The school has also done well in

p.4

Main findings

ensuring good academic progress. Attainment at the end of Year 6 is average with English national test results above average for the first time in 2010. Attainment in mathematics, although average, is still weaker than that in English. This is because there has not been enough attention to enabling pupils to explore the language of mathematics or to use calculation skills in a range of contexts. Through rigorous checking procedures, the school has identified that the pupils' rate of progress slows in Year 1 before picking up again in Year 2. This results from the sharp contrast between the children's experience in the Reception Year and the more formal curriculum in Year 1. Senior leaders also acknowledge that there are not enough opportunities to encourage boys' independent learning. The school has a good capacity to sustain further improvement as demonstrated by its progress between inspections. The headteacher, together with both senior and middle

p.4

Main findings

leaders, has been relentless in ensuring improvements in teaching and learning. Durdens Park is a driver for improvement among a cluster of local schools, initiating a range of effective professional development activities. The effects of these ongoing efforts are seen in the improvements in the pupils' achievements, in the good guidance to pupils on how to improve their work, and in the overall good teaching. Procedures to identify underachievement and intervene successfully are securely established. The well-kept environment and stimulating display genuinely reflect the good curriculum and strong international links. Self-evaluation is thorough, honest and accurate. Staff and governors understand the strengths of the school as well as areas for further development. Nevertheless, the governing body depends too much on report evidence provided by the school rather than direct scrutiny of, for example, progress in mathematics.

p.4

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

p.5

What does the school need to do to improve further?

 Raise the pupils' attainment in mathematics and promote further pupils' future economic well-being by: ensuring that they have good opportunities to apply their number skills in a wide range of practical contexts extending the range of subject-specific vocabulary to which the pupils are exposed ensuring that members of the governing body regularly analyse pupils' progress in mathematics.  Adapt the curriculum in Year 1, whilst ensuring the National Curriculum is covered, so that it better matches the needs of the pupils by: ensuring a smooth transition from the Early Years Foundation Stage and maintaining the earlier good rate of progress providing better opportunities for boys to gain greater independence in their learning so that they catch up with the girls.

p.5

Outcomes for individuals and groups of pupils 2

Pupils enjoy school, have positive attitudes to learning and progress well in lessons, particularly when they are encouraged to take responsibility for evaluating their own work and the work of others. This was clearly evident in a Year 6 lesson on how to write formally. All groups of pupils made good progress in understanding how this differed from casual correspondence because of the very clear guidelines showing them what was required and because of the teacher's good modelling of the task. Similarly, in a Year 5 mathematics lesson, pupils made fast progress in using non-standard methods for long multiplication because they were actively involved in assessing the accuracy of each other's work. Generally, pupils behave well in class and around the site because of high expectations. There are very effective interventions for those pupils at the early stages of learning English and for those pupils who initially display delay in language development and

p.5

Outcomes for individuals and groups of pupils 2

communication difficulties. Pupils grow in confidence and make rapid progress because of the emphasis on role play and drama related to topics for future writing. From well-below average starting points in the Nursery, pupils make overall good progress to reach average levels of attainment by the end of Year 6. Those pupils who spend all of their primary education at Durdans Park make particularly fast progress. The rise in attainment in English is the result of very detailed analyses of gaps in the pupils' performance followed by a concerted effort to help pupils respond to questions that involve them in 'reading between the lines'. By contrast, pupils' attainment in mathematics, although generally average, was slightly lower than in previous years. Too few pupils gained the higher levels, mainly because there has not been enough emphasis on using and applying calculation skills in a range of contexts and on exploring language

p.5

Outcomes for individuals and groups of pupils 2

in mathematical problems. The school has largely overcome previous variability in progress between year groups, mostly caused by staffing turbulence. It does recognise, nevertheless, that pupils do not

p.5

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

p.6

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

advance quickly enough in Year 1 although most make up lost ground in Year 2. Children find the transition from the Reception Year to the more formal Year 1 curriculum very challenging. The school has also identified that new arrivals, both refugees and asylum seekers, are making the slowest progress of all groups within the school. Pupils report that they feel safe in school and that most concerns are dealt with rapidly and effectively. Pupils' attendance is above average. In their efforts to help others, Year 6 pupils take on roles and responsibilities that support the smooth running of the school. All year groups are actively involved in charity fund raising and take part in a local conference. Pupils' awareness of different ethnic cultures is strong because of the diverse school community and the opportunities to participate in a wide range of celebratory events involving all minority ethnic groups. Most pupils have a good sense of how to stay

p.6

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

healthy and are keen participants in sport. The school is on a mission to improve packed lunches, reflecting the impact of the school's healthy award status. Pupils prepare satisfactorily for their future economic well-being, learning gradually to apply their basic skills to problem solving. They are also learning to improve their punctuality to school in the mornings.

p.6

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils' outcomes

p.6

Pupils' achievement and the extent to which they enjoy their learning 2

Taking into account: Pupils' attainment¹

p.6

Pupils' achievement and the extent to which they enjoy their learning 2

The quality of pupils' learning and their progress 2

p.6

Pupils' achievement and the extent to which they enjoy their learning 2

The quality of learning for pupils with special educational needs and/or disabilities and their progress

p.6

3

Taking into account: Pupils' attendance¹

p.6

The extent of pupils' spiritual, moral, social and cultural development 2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

p.6

How effective is the provision?

A strong feature of the curriculum is the way programmes are carefully geared to support pupils at various stages of acquiring English. Music enriches the pupils' experience as do

p.6

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

p.7

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

the opportunities to learn French. Themed weeks, visiting theatre groups, story tellers and a range of visits help to engage the pupils' interest. The impact of these rich experiences is seen in the improvements in the pupils' communication skills. Nevertheless, the school is striving to develop its curriculum further to support even more effectively its most recently arrived minority ethnic groups. Vulnerable pupils benefit greatly from the school's close partnerships with external agencies and the good care, guidance and support regularly provided for them and their families. These close links include social and medical services, holiday play schemes and other community organisations. The effects are seen in the increasing engagement of parents in their children's education. The school's inclusive approach to pupils' needs allows every child to feel at home and to make the transitions from year to year very

p.7

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

smoothly in all but Year 1. Those new to the school settle quickly. The rate of classroom learning is good overall and reflects the good quality of teaching. Major strengths in teaching include the careful use of questioning to assess progress in lessons and the close involvement of the pupils in the evaluation of their work. Teachers and support staff ensure that all pupils know clearly when they have achieved what was expected of them. There are examples of very good, written guidance to pupils on their next steps towards their targets although such excellent practice is not yet consistent across the school. In the less successful lessons, work is not always matched fully to the needs of every group within the class.

p.7

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the quality of provision

p.7

The quality of teaching 2

Taking into account: The use of assessment to support learning

p.7

How effective are leadership and management?

The really important thing that is helping the school to improve rapidly is the way the headteacher, together with the senior team, has inspired the staff and pupils with a strong sense of purpose in striving for ambitious targets. This has allowed the school to intervene successfully and make changes to the curriculum to remedy underachievement. Middle leaders, and increasingly class teachers, are well able to use the information gathered on the pupils' progress to inform their planning and drive up attainment. Efficient systems accurately evaluate the quality of teaching and develop teachers' skills through well- considered training. This inclusive school is committed to promoting equal opportunities and to eradicating any discrimination. The realisation of this ambition is demonstrated in the way the school promotes a genuine respect for the traditions of all groups within its community and in the

p.7

How effective are leadership and management?

way it checks for and strives to eliminate underachievement in any of its minority ethnic groups. Strong international links, reflecting the school's award, as well as a good

p.7

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

p.8

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

understanding of its local community, confirm that community cohesion is well promoted by Durdans Park. Nevertheless, the range of opportunities for pupils to learn more about the culture and circumstances of the United Kingdom, well beyond the boundaries of its immediate locality, are only satisfactory. The governing body supports the school well and is rapidly growing in confidence to challenge information robustly. As a group, however, the governing body remains too dependent on reports from the school for monitoring its performance. Requirements in relation to the safeguarding of children are in line with recommended good practice. The perimeter of the site is very secure but the school is aware of what can be done further to improve exits. The school has been successful in forging strong partnerships with a wide range of external agencies to promote the pupils' welfare and to support learning. It has also been effective in developing the way parents engage with the

p.8

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

school's work, especially through parenting workshops and English language sessions. It is currently working on implementing for its most recently arrived pupils the previous successful practice that engaged specific groups such as the Somali families.

p.8

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

p.8

2

Taking into account: The leadership and management of teaching and learning

p.8

Early Years Foundation Stage

Children make good progress in the Nursery and the Reception Year and begin Year 1 with skills and knowledge which are below average for this age of children. They experience particular difficulties in relating sounds and letters, partly because many have little English when they join the Nursery and because some have unsettled histories. They make the fastest gains in their social development. Girls appear to make faster progress than boys. This is mainly because of the greater independence of most girls on joining the Nursery. The curriculum provision is exciting and creates a wealth of opportunities to stimulate children's learning. They enjoy musical activities, arts and crafts and drama. They

p.8

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

p.9

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

thoroughly enjoyed the book week activity on the 'selfish crocodile'. There is a good balance between adult-directed and child-initiated activities in Reception, both indoors and outside, but this is less so in the Nursery because some children have yet to learn how to initiate play. Children are safe, happy and get along well with one another. Warm relationships pervade the Nursery and the Reception. Support for children whose circumstances may make them vulnerable, is good quality and partnerships with parents, carers and external agencies are used well to provide specialist help when needed. The leadership and management of the Early Years Foundation Stage are good with a strong capacity to improve even further. Adults have a thorough knowledge and understanding of this key stage. Their assessments of the children's learning are mostly secure but there is further work to do in using the children's home language as a tool to

p.9

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the Early Years Foundation Stage

p.9

Overall effectiveness of the Early Years Foundation Stage 2

Taking into account: Outcomes for children in the Early Years Foundation Stage

p.9

Overall effectiveness of the Early Years Foundation Stage 2

The quality of provision in the Early Years Foundation Stage 2

p.9

Overall effectiveness of the Early Years Foundation Stage 2

The effectiveness of leadership and management of the Early Years Foundation Stage

p.9

Views of parents and carers

Just under half of parents and carers returned questionnaires. Almost all respondents were very positive about Durdans Park and felt that it helps their children to enjoy school and keeps them safe. A few parents and carers raised concerns. These included communication with the school and a very few had concerns about bullying. The school has a well-established system through which to receive parents' suggestions. Parent governors also attend parents' evenings to ensure minority group concerns are heard. The school acknowledges that some parents perceive that there is a higher incidence of bullying than actually occurs. The school is taking steps to address this perception and concern.

p.9

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Durdans Park Primary School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received completed 190 questionnaires by the end of the on-site inspection. In total, there are 494 pupils registered at the school.

p.10

Total % Total % Total % Total %

My child enjoys school 82 43 96 51 3 1 1 1 The school keeps my child safe 70 37 109 57 3 2 0 0

p.10

Total % Total % Total % Total %

My school informs me about my child's progress 59 31 113 59 7 4 0 0

p.10

Total % Total % Total % Total %

My child is making enough progress at this school 45 24 126 66 9 5 2 1

p.10

Total % Total % Total % Total %

The teaching is good at this school 61 32 113 59 6 3 2 1

p.10

Total % Total % Total % Total %

The school helps me to support my child's learning 48 25 128 67 4 2 1 1

p.10

Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 52 27 114 60 13 7 1 1

p.10

Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 50 26 110 58 9 5 0 0

p.10

Total % Total % Total % Total %

The school meets my child's particular needs 45 24 115 61 11 6 0 0

p.10

Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 53 28 94 49 21 11 7 4

p.10

Total % Total % Total % Total %

The school takes account of my suggestions and concerns 43 23 111 58 18 9 4 2

p.10

Total % Total % Total % Total %

The school is led and managed effectively 52 27 110 58 8 4 3 2

p.10

Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 71 32 99 52 6 3 2 1

p.10

Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

p.10

Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

p.11

Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

p.11

Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

p.11

Grade Judgement Description

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

p.11

Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 August 2010 and are consistent with the latest published official statistics about maintained school inspec tion outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

p.11

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

p.12

Common terminology used by inspectors

Attainment: the standard of the pupils' work shown by test and examination results and in lessons.

p.12

Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

p.12

Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

p.12

Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

p.12

Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

p.12

Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

p.12

Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

p.12

carers to share with their children. It describes Ofsted's

main findings from the inspection of their school.

p.13

Inspection of Durdans Park Primary School, London UB1 2PQ

Thank you very much for your welcome to us when we visited your school recently. It was very encouraging to see your good manners and how you open doors for adults and each other. Well done! We found that you were well behaved and keen to learn. We were delighted to see that you treat each other with respect both in the playground and around the school. Thank you to those of you who took the time from your busy day to speak to us. Your teachers have worked really hard to provide you with a good education. Yours is a good school that is improving rapidly. Above all, staff really care about each one of you as well as about the progress you make in learning. They make sure you are well looked after. Most of you attend well but just a few of you and your families need to understand that you cannot learn if you are not present or if you miss lessons because you are late for school. We have asked the staff to do a number of things to help your school become even

p.13

Inspection of Durdans Park Primary School, London UB1 2PQ

better. We would like you all to do as well in mathematics as you do in English. You can help here by making sure that you tell staff if you are not clear as to the meaning of word questions when you are problem-solving. We have also asked the school to look at the programme in Year 1 and to adapt it so that it is easier for you to move on from the Reception class and to keep up your earlier good progress. For your part, you can help by keeping up your present efforts in lessons. We also hope that you will show the same very good manners outside of school as we have seen within Durdans Park.

p.13

www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please

telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

p.14